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Science Laboratory Technology training is considered the hub to Kenya’s economy, as it is increasingly seen as a vehicle through which the country will build a competitive workforce for key industries within priority sectors identified in Vision 2030. Despite the importance of Science Laboratory Technology, students’ performance in Institutes of Technology in South Nyanza, Kenya has been below expectations. For the period between 2006-2010, cumulative performance in Science Laboratory Technology course in Kenya National Examinations has been; Distinction 0 (0%), Credit 15 (2.63%); Pass 61 (10.63%); Referred 219 (38.29%); and 277 (48.45%) failed. This dismal performance has led to growing concern among stakeholders. The purpose of this article was to establish perception of students and staff on determinants of performance in science laboratory technology in institutes of technology in South Nyanza region, Kenya The study adopted descriptive survey design. The study population consisted of 240 students undergoing the Science Laboratory Technology course, 26 lecturers, 3 Librarians and 3 Principals. Simple random sampling technique was used to select 120 students and 18 lecturers while saturated sampling technique was used to select the 3 Principals, 3 librarians and 3 laboratory assistants. The instruments for data collection were questionnaires, interview schedules, document analysis and observation. Face validity of the instruments was established by experts from the Department of Educational Management and Foundation whose

international journal of academic research in business and social sciences

Perception of Staff and Students on Factors that Influence Performance in Science Laboratory Technology in Institutes of Technology in Southern Nyanza Region, Kenya